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From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

journal contribution
posted on 2023-07-12, 02:17 authored by Dino Spagnoli, Shelley Kinash, Trina Jorre De St Jorre, Sally Male, Clare Mouat, Kevin McDougall
Most students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course-based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship.

History

Journal

Journal of Teaching and Learning for Graduate Employability

Volume

14

Pagination

71-87

Location

Geelong, Vic.

ISSN

1838-3815

eISSN

1838-3815

Language

English

Publication classification

C1.1 Refereed article in a scholarly journal

Issue

1

Publisher

Deakin University